Role-Playing Teaching: IATEFL speech transcript

Role-PlayingTeaching

Introduction

Hi and hello. My name is Monika Bigaj-Kisała and I’m a teacher of English, a worshipper of two cats, a socially awkward extrovert and a gamer. But first and foremost I am a storyteller and during the next 45 minutes I will take you on the journey where I will share my stories and you will spin yours, with superheroes, coffee and the Great Cthulhu.

Brene Brown says we all are born storytellers and by the end of our meeting I want you to discover your potential as a super-hero of your own story.

21 years ago I was 15, waiting for my diploma for reaching the finals of the regional English language contest, which was quite a big deal at that time. Fun fact, I had started learning English properly only two years before. I started attending English classes when I was 11 and for 2 years I had classes with an Ukrainian teacher who would start with lessons focused only on pronunciation drills like “hit-lit-wit” to be followed the next year by translation of English jokes. No grammar, no communication. Then we got a less unusual teacher and she would start with Present Simple and the verb “to be”, and pretty soon she discovered I actually know some English and can communicate quite decently, although I had no appropriate education. So she started to hone my skills and two years later I turned out to be a pretty good student.

The reason behind my linguistic abilities wasn’t a great teacher, nor was my natural talent. The two aspects responsible for improving my English were Cartoon Network and computer games. I spent my free time watching cartoons in English and that helped me develop my receptive skills, but playing games – Elvira, King’s Quests, Alone in the Dark – was what made me produce. I had to understand the meaning and act accordingly. There were no online games as it was ages before the Internet and in order to get a game you had to catch a dinosaur and ride it to the nearest game dealer, but still, games were communication. A game ordered me to do something, I had to understand and react, and the game judged whether my understanding was correct.

But then I didn’t appreciate the educational approach of the games, I only found it a source of fun.

One of the things that have set me on the quest of finding Holy Grail of the RPG in TEFL was the tedious environment of the coursebook-oriented curriculum. After years of using the same scheme of lessons, I started to dream of a course where changes would be part of its curriculum. And what gives RPGs such allure is certainly their variety – declaring actions (as acting out is not really a necessity), following the plot and building a story is similar everywhere, differences are in the worlds – and those are aplenty.

Jerzy Szeja explains that narrative Role Playing requires a person leading the game (GM: Game Master) and at least one player who impersonates a character (PC: Player’s Character). The world is described in a particular system of a narrative RPG along with the rules and mechanics.

RPG may be compared to children’s games where participants play different roles (e.g. cops and thieves), but a GM is the person who makes all the difference with outlining the proper plot and acting out other interactive characters.

The basic semiotic model of communication in RPG, looks rather simple:

GM describes the setting and NPCs actions.

PCs declare actions (sometimes after discussion to decide the way of behaviour).

GM describes the result of the actions (often based on mechanics).

And the whole cycle repeats itself.

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Glitter and Fun: 5 Magical Things About Teaching Adult Students

Glitter and Fun_ 5 Magical Things About Teaching Adult Students

If you think adult students are boring and focused mainly on learning, you may be underestimating their inner children. Today I’ll share with you some magic you can enjoy with your students.

I started my career of a teacher in a primary school and survived two years (not because of children who were awesome and I still stay in touch with them, adorable bundles of joy and horror but because of the merciless educational system that promotes tests and coursebooks and not fun and communication). Then I worked in a teachers’ training college (and that was so much fun), moved to Ireland for a spell (one day I’ll write a book on Brazilian students in Ireland!) and when I got back to Poland I returned to teaching all age groups.

You probably know I love teaching teenagers – some say it’s because I’m quite immature myself. I enjoy teaching children – they’re so honest and pure when it comes to expressing themselves. But there is something about the adults that I had pleasure to teach that convinced me magic is not lost once you grow up – all you need to do is let them find their inner kids and see the miracles happen.

1 Friendship

It’s quite impossible to make friends with kids and teens, but sometimes a group of adults turn out to be a group of people who are not only interested in learning English but also spending time together even after classes. I guess the reason behind this is that it’s quite difficult to make new friends once you turn 30 (unless you’re a part of a fandom) and if you spend two or three hours per week with the same people and you don’t talk shop, you may consider them first classmates, then mates and finally proper friends.

To tell you the truth, I do have some long-lasting relationships that started with English classes and I find this aspect of my work most precious. And they it all started with “today I’ll take you to the pub and we’ll have a pint, and play a board game in English…”

2 Storytelling

I love storytelling and I believe this is something that motivates people to speak English – we all have stories we want to share. It’s fun, making stories with kids, but they’re usually fantasy-based tales, with teenagers you should be prepared for weird and sometimes incoherent stories, but with adults you may try various genres, topics and ideas, be that crime story, romance or psychological drama. They will provide plot twists, interesting characters and all the fun younger students won’t include like…

3 Inappropriate jokes

Say what you will, sooner or later the adults bring in some more or less inappropriate topics (in-laws, bosses, politics, religion, partying and, naturally, sex). As a teacher I have heard some jokes that made me blush (and I have some serious suspicions that was my students’ aim), but I’ve never told them to stop, as long as the jokes were not meant to hurt or offend others.

I believe the ability of telling a lie and a joke in a foreign language is the best proof of one’s linguistic skills, so let them joke as much as they want – it makes our classes funnier and people are more engaged and friendly towards one another.

4 Realisation teaching is a job, not a hobby

One of the things I love about the adult students is mutual understanding of the work-oriented attitude. Even if teaching them is my job, I know how I sometimes feel after six hours of teaching, so when they are knackered after a particularly long day at work I can show some sympathy. On the other hand, the adult students don’t take you for granted – unlike kids and teenagers who presume you teach them because it’s fun (oh the joyous deception).

Such realisation helps both sides of the process, as teachers are conscious of students’ requirements and students realise that the classes are teachers’ work and not pure pleasure of spending time with them.

5 Glitter and stickers

Most people don’t believe it, but my experience tells me the adults are even more eager to earn a sticker for a well-written test, perfect homework or active participation in the classroom than the actual kids! Naturally, the idea of rewarding adult students with stickers requires a proper attitude of a teacher who has to present stickers as a long-sought prizes, otherwise the whole trick won’t work out. But once they get the point, there is nothing they won’t do to get a sticker.

And then you bring some glittered stickers and all hell breaks loose, trust me.

Why do I find it awesome? Because learning a language is an experience childlike to the core – and it’s so much easier to grasp this experience when you embrace your inner child, learn to laugh at mistakes and enjoy the process of learning new things.

Stickers, jokes, friendships – they are all means to use the language the way it’s meant to: to meet new people and have fun with them. Business, studies, tests come later – but making adult people feel like children, enjoy studying and communicating and have fun while learning – something they have probably forgotten – this is the most rewarding feeling a teacher may enjoy.

Have fun!

How to survive a school year when it’s only September?

Everyday is Margarita Day

Can you feel those back-to-school vibes? I sure can, as my work gets more intensive around this time – and once the school year is fully on and all the good teachers are back to work it’s time for me to slow down and relax a bit – but there’s still some days ahead, before I can relax.

Although I’m planning to take annual minibreak in November to visit Sheffield.

If I look from my DoS’s perspective, I’ve already survived a back-to-school time before an actual back-to-school madness and I’m still hyped, creative and eager to try new things (I’m quite lucky my new job is full of challenges), so I’ve decided to share some of my ideas on how to unwind and survive yet another year without sanity loss.

I believe in a theory which denies the traditional approach to dividing people into extroverts and introverts and proposes a new term – ambivert – for people sometimes feeling extremely social and sometimes preferring to stay in and enjoy solitude. Being a teacher means working with people and for me it’s fun – but sometimes I get tired and overwhelmed, and I need to recharge my batteries. Since sharing is caring, I propose a deal – I will share my ways to unwind and I would love you to share yours.

Ready?

1 Playing RPG

This may sound funny – my first idea to relax after spending too much time surrounded by people is to play games with other people. Somehow, believe me, it is relaxing – we never talk shop, we just enjoy the company and have fun. Having adventures in an imaginary world is a great reminder that spending time with people is fun, not only work. A nice session or two is all I need after a fortnight away from home, spent in various cities, with various people and constantly working – it reminds me that it’s people who boost my creativity and make me laugh.

In other words, playing RPGs with people helps me relax after spending too much time with people. Seems legit.

2 Reading… and writing

I love reading and I’m rather uneconomical when it comes to devouring literature. One of the highlights of my linguistic proficiency is the possibility of reading English books in original. Agatha Christie, Lucy Maud Montgomery, J.R.R. Tolkien or H.P. Lovecraft – they all are great fun to read in English. But being able to write in English is also something I enjoy – to be honest, the whole idea of my blog originated from my belief that leaving Ireland and returning to Poland would affect my English, so I decided to write a blog just to practice. The rest is history – I’ve had my ups and downs, but I’ve been writing a note per week for more than a year now and that’s something that makes me proud – and meanwhile writing in English has become a sort of relaxing habit for me.

3 Making and baking

When my head is buzzing it’s time for some creative work – scrapbooking or baking. I can switch off my brain and just enjoy making pretty things – only my evil heart requires me to watch crime stories at the same time to include some balance in nature.

The point is to keep your hands busy and your mind free – probably that’s the reason many teachers enjoy creating materials, laminating them etc.

4 Learning

I’m not posting monthly lists of awesome online courses for nothing – I enjoy learning. Watching education programmes (How It’s Made) or tutorials on YouTube is also enjoyable. I believe learning something new is important when you work as a teacher – you gain a better understanding of the issues your own students may encounter.

I remember when I started learning Spanish and suddenly I had a lot of common topics with my students, as if some kind of invisible barrier was gone. They saw me note only as a teacher, but also as a learner and it was a nice team-building experience.

5 Discovering

It’s good to leave your comfort zone once in a while and discover something new. It’s really refreshing to try something new – let’s say, once a week? It may be waking up earlier than usually, going for a walk to the place you haven’t been yet, cooking a new dish, learning a new dance or go on a drive in a car.

Why is it good for you? Simple – you get tired and bored because you teach the same things, probably in the same school, for a while. Trying something new, something you may feel slightly anxious about, makes your brain feel challenged and hungry for new experiences.

Feed your brain.

6 Playing video games

Some like them in a single-player mode, others prefer multiplayer versions, but video games are always fun – and a great way to relax.

My dad, who used to work as a Maths teacher in a primary school, would get back home and play Doom or Duke Nukem for an hour or two – that really helped us to unwind and change him from a teacher to a parent. It has worked for years, so I feel quite safe continuing the tradition (only I’m more into RPG than FPS).

If you want to learn more about the benefits of playing video games you might want to listen to Jane McGonigal or read her book “Superbetter”.

7 Volunteering

As if my work (which includes a lot of writing, both in Polish and in English) and blogging weren’t enough, my way of being a volunteer is based on writing – I work with Fundacja Felineus trying to help save cats and kittens from my region. Sure thing, it’s not much, writing heartwarming stories of poor abandoned pets – but at least it’s something that makes me happy: supporting those who sacrifice their own time, money and home to help those in need. It was proven that helping others makes you happier, so I can only encourage you to try, I’m sure you’ll feel better, so find a cause you want to support and make our world a little happier place.

You may wonder why I haven’t chosen any sports, well, as Maria Czubaszek said “through sports to injuries” – you may choose your preferred sport, but I won’t take any responsibility for the choice… unlike with the video games.

Enjoy the school year!

How To Teach for Exams (book review)

www.thatisevil.wordpress.com (1)

One of the best groups I’ve ever taught was an IELTS preparatory group of teens who consider studying abroad (best of luck, mates!). I was lucky to teach this particular group, as exam-prep courses have a justified opinion of the most boring classes. While I believe a lot depends on the coursebook (I used Ready for IELTS by Macmillan and can happily recommend it), there is also a specific approach an exam-oriented course requires. I’ve found my first exam-preparatory course quite challenging (it was a group of people after the Callan Method course who wanted to pass FCE – and yeah, I was too young to know better), so when I got a book on proper teaching for exams I read it immediately and I can recommend it to everyone, not only those teachers who start their adventure with exam-oriented classes. Let me share the review of How to Teach for Exams by Sally Burges and Katie Head.

Contents

The book starts quite promising with the chapter on “How to be a successful exams teacher” and the following chapters take you through the course planning process (along with choosing materials), teaching particular skills for the exam and – something I find quite important as not many publications cover this aspect of teaching – teaching for low-level exams. Moreover, the book includes the Task File so that you can use it as a form of exercise, either to think about on your own, or to discuss with your fellow teachers.

I’ve read some books about teaching for exams, but I must admit this is one of the most user-friendly one – the language is simple and the organisation seriously inspires the reader to stop after each part and reflect on the ideas (e.g. three short paragraphs about differences between the weak class, the average-to-good class and the strong class gave me quite some food for thought).

Questions… and answers

What I enjoy immensely when it comes to book organisation is that on the margins you have questions and catchphrases, from the most common (“what is special about teaching an exam class?”), to more complex ones (“encouraging familiarity with genres”). All of the chapters are divided into logical parts, with theory, examples, conclusions and some additional food for thought you can find in the Task File.

What makes it even better is that all the cases are really down to earth and highly relatable (“how to help learners do their best on the day? Imagine that a close friend or relative of yours is taking an exam tomorrow. What advice would you give them?”) or great ideas for overcoming the stress factor during listening exams.

Task File

Each chapter, which focuses on teaching a particular skill, contains examples of activities and lessons that are designed to help teachers introduce the exam-oriented approach, however,
undoubtedly the most valuable part of the book for me was the Task File.

The exercises relate to the topics discussed in the book, and while some of them require a definite answer, some are useful as inspirations and topics to discuss. You can photocopy the exercises, so if you are a DoS who needs to train teachers before they start the exam-prep classes, this book may be perfect for you.

Some exercises are good to think about before you start actual teaching (e.g. “make a list of differences between exam classes and non-exam classes” followed by some interesting questions “if a student fails an exam, is it the teacher’s fault?”). Others are really useful when you want to focus on the particular skill (developing task and strategy awareness for reading or developing coping strategies for the exam room during speaking exam).

Recommendations

I don’t think I need to recommend anything written by Sally Burgess, but in case you wonder whether you should invest some money and buy this book: yes. Whether you are an experienced teacher, or a person new to the job, you will definitely find something useful.

You may be a person who’s taught exam classes for years and still find some inspirational ideas (e.g. linguistic and cultural contexts as factors influencing exam course planning).

If you begin your adventure with exam classes, you will love the chapters on teaching particular skills as they not only briefly revise various kinds of tasks, but also discuss abilities that are measured during the tests (e.g. in which tasks you need to apply skimming or scanning etc. along with useful tips on improving reading speed or a great subchapter on developing sound discrimination skills).

Overall, I believe every teacher should at least browse this book – one soon realises that “right, I’ll take a quick look just to revise some stuff” attitude changes into “Ooooh, I didn’t know that!”. And, last but not least, the book is full of tips on training students to become independent learners – something that gives exam classes more purpose than just preparing for the test.

Enjoy!

Burgess Sally, Head Katie “How to Teach for Exams”

Longman, 2005

ISBN: 978-0582429673

Role-Playing Teaching (Part 10:Why RPGs Rock in the Classroom)

Role-Playing Teaching (1)

So far I’ve written 9 articles in my Role-Playing Teaching series and I’ve just realised I didn’t write anything about why RPGs are so cool when it comes to teaching! So here we are, a list of seven main reasons you should take your class into one of the Never-Never worlds.

1. Communication

I wrote about it in Character Creation part – with RPGs you start communicating before you even start playing. You create your character, you establish relationships with other players and then you spend hours talking, communicating, arguing, convincing and making people see your point of view. You don’t practice communication, you simply communicate and learn on the way, that if you speak to a police officer the way you talk with your best buddy, it may affect the communication. Which is a lesson worth learning before you meet an actual police officer and start talking rubbish…

2. Fun

I know some people believe proper learning requires solemn approach, study books and a lot of copies with grammar drills. I agree with this perspective when it comes to introducing grammar constructions (surprisingly, I guess that in order to understand the Reported Speech you need to produce a certain amount of drills) – but my primary goal in teaching is fun; this is the main reason I teach, honestly. And when you can teach, play and have fun at the same time – how could I resist the temptation?

3. Friendship

For years I’ve been attending fantasy fans’ conventions and spent hours talking about RPGs, systems, world, adventures and sessions – if you’re a teacher, imagine attending a teachers’ conference and discussing with a random teacher of another subject and from another part of your country your issues with a particular group of students: it doesn’t sound probable, right? Yet that’s what RPGs fans do, we share our adventures, epic stories and even equally epic dice rolls! Why? Because RPGs connect people – you start talking about the last edition of Warhammer, go for a pint, it turns out you have some common interests apart from RPGs, then you meet more people like this, have a great time, you meet them again on another convention and boom! suddenly you have friends all over the country.

Very useful from a tourist’s point of view.

4. Research

I remember, when we started playing my presently favourite system (Delta Green) we did quite a lot of research on American governmental organisations (as you usually play an FBI agent, or a CDC official, or maybe even an NRA representative, and you even might playing a CIA agent if you’re risky enough). Likewise, when we started playing Call of Cthulhu in 1920, we had to do some research on laws, politics, pop-culture, social code etc. I’m planning to take my teen students on the journey to the USA in the 1920s and that will require them to do some reading and learn things they otherwise wouldn’t even bother to think about.

5. Memories

Imagine meeting people after five years and trying to find a common topic after you’re done with the small talks. Sometimes it causes awkward silence, but never for the RPGs fans! Our chats are full of “do you remember” – “do you remember when you killed that giant demonic slug with one hit?” (don’t ask…) or “do you remember when we had to solve the case of the missing hen?” (4 hours playing). Taking part in various “after years” meetings I must say the RPG-related ones are the liveliest and the funniest. No English course will give you memories similar to those when you go on an adventure with a group of people who ultimately become your friends.

6. Team building

I live in Poland. Poland is a lovely country but the social trust is terribly low. As a nation, we don’t really trust people – and something I’ve observed and been told when I worked abroad is that we’re not really team players. And that’s true, even when you look at the way we’re working, starting from primary school. Team-work is important, being teachers we know that collaboration and cooperation are vital. Now, RPGs teach you team building. You have to work as a team, otherwise you won’t complete the quest. Communication, negotiation and the awesome ability of taking the blame sometimes and not blaming others – you learn it all here.

7. Teacher’s laziness

I know there are hard-working teachers who enjoy lesson-prep, copying materials and cutting-out visuals. Regretfully, I am not one of them. If you read my blog, you probably know the best lesson for me is when my students do the work and I am a mere counsellor. RPGs work like that – you prepare an adventure, define the area of the language your students are going to practise (“today we focus on the passive”) and make notes of new vocabulary they will want to revise after the session… and then you basically have fun! Especially when you see your students having a blast, not even realising they’re learning the language.

To be sure, I could give you more examples of RPGs being awesome in your class – and I probably will, as this year I’m starting a mini-course of English based solely on RPGs. Adventures galore, a group of teenagers, Great Cthulhu and English – what can possibly go wrong?

Well, we’re about to see quite soon…

Edward de Bono “Lateral Thinking” – how to make your life more creative (book review)

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If I were to name my favourite things in the classroom, that would be triple C – creativity, communication and Cthulhu. Lateral thinking is something I really enjoy – thinking out of the box is fun for students, but for teachers it’s a necessity: how can you survive teaching the same stuff over and over again without being repetitive and, even worse, without getting tired of the monotony that goes with it?

For our own sake we should set our mindshift on the change, on creativity, on new ways of approaching old problems – that is how we will adjust our classes to various groups and students and ultimately make our lessons more varied and personalised and ourselves better professionals.

A short yet very inspiring book everyone should read is “Lateral Thinking” by Edward de Bono, who created the term lateral thinking, wrote the book Six Thinking Hats and is a proponent of the teaching of thinking as a subject in schools. Naturally, for people mad about the research the fact that there is no bibliography in de Bono’s book might be somewhat disturbing, however it is an inspiration worth reading.

The book, as every good book, starts with a story – a riddle about a small black stone and about a fresh perspective on a problem. It’s a good tale and it shows you various ways you can use a new approach to tackle an old problem. Obviously, it is quite difficult to start thinking creatively, so de Bono explains the way people conceive ideas in a surprisingly understandable manner, presenting visual element to explain quite difficult theory.

For example, de Bono declares the “obvious” solutions as the “dominant” ideas – and he proposes to put them aside while tackling the problem. We cannot blind ourselves with the obvious, if we want to achieve a more creative and uncommon idea. The danger of such thinking is that we may end up stuck with the obvious because there is no certainty of finally coming up with a new, fresh idea that will prove as useful as the old one.

De Bono mentions also the importance of the doubt and of the accident – sometimes it’s one or the other that inspire us to creative thinking (like the Isaac Newton and the famous apple that fell down from the tree right to the field of physics). The thing about lateral thinking is that in a way we let our mind wander trying to find something that will help us solve the troublesome issue. However, there is nothing certain about this process and yet, sometimes a random encounter may help us see a new and wonderful idea.

Why do kids stop playing, asks de Bono and answers: because the world stops being a new and wonderful place full of discoveries and adventures. Leaving dominant ideas and practising lateral thinking may help us enjoy the process of thinking as truly creative, enjoying the new challenges our life gives us – and make everyday problems part of extraordinary life.

If you look for inspirations – you may start with this book.

Enjoy!

de Bono, Edward “Lateral Thinking”

Penguin Books Ltd., 2016

ISBN: 9780241257548

 

7 Free Online Courses in July

7Free OnlineCoursesin July

No rest for the wicked*! Summer break may be a great time to work on our skills and abilities, especially when we know that the new school year is bound to bring changes. This month I’ve decided to focus on the courses that are quite summerish and light, so you can learn between a morning suntanning session and an afternoon nap, when you sip some chilled white wine while nibbling on sweet cherries…

1 Teaching Entrepreneurial Thinking by QUT

Start: 2.07

Duration: 2 weeks

For whom: teachers and educational leaders who want to improve their teaching practice

This course will introduce you to what entrepreneurial thinking is, and why it’s an important skill for young people to learn, especially in a contemporary world where the big problems of today and tomorrow are yet to be identified. You will discuss the types of entrepreneurship and how entrepreneurial thinking can be applied in your classroom.

2 The Art of Teaching Foreign Languages to Young Learners by Universidad Nacional de Córdoba

Start: 2.07

Duration: 4 weeks

For whom: educators interested in teaching languages to young people

The course reflects on various aspects of teaching foreign languages to young learners. You will discuss the developmental traits of children between ages 4 and 12, learn how to engage with children in a creative way and try to foster intercultural understanding through multimodal communication. If you are going to teach young learners soon, you will find this course particularly useful.

3 Exploring Play: the Importance of Play in Everyday Life by the University of Sheffield

Start: 9.07

Duration: 7 weeks

For whom: educators who focus on innovation and creativity

This course will help you reflect on the relationship between play, creativity and innovation in the workplace. From exploring the history of toys and games to investigating types of play in virtual worlds – you will discuss various aspects and definitions of play and current debates about how the nature of play changes.

This course is my pick of the month – it may be 7 weeks long, but it may help us give scientific background when trying to convince students that yes, you can learn the language while playing!

4 English Football: a Social History by the University of Leicester, DMU and Leicester City FC

Start: 16.07

Duration: 4 weeks

For whom: anyone interested in football and its background

It’s the World Cup time and even you don’t understand the football fever, if you are a teacher of English as a foreign language you simply have to acknowledge the role of football in the UK! This course will explore the history and culture of football, with a focus on the World Cup and on Leicester City Football Club (them becoming Premier League Champions in 2016 was one of the most unusual moments in football history).

5 Pictures of Youth: An Introduction to Children’s Visual Culture by the University of York

Start: 16.07

Duration: 4 weeks

For whom: anyone with an interest in contemporary educational and cultural topics

The course provides an introduction to popular types of visual culture for children and young people. By the end, you will gain a deeper understanding of children’s film, television, drama, picturebooks and comics. You will discuss the traditions of children’s visual culture and the plurality of ways in which childhood can be or has been represented – and have some time to reflect on your own childhood as well.

6 Professional Resilience: Building Skills to Thrive by Deakin University

Start: 23.07

Duration: 2 weeks

For whom: every teacher <sigh>

We all know that being a teacher is a tough and a stressful job. On this course you will learn about the capabilities, skills, and self-care practices that contribute to resilience. This will enable you to build up your own resilience so you’re ready to meet challenges at work and at home – and I believe summer break may be a great idea to build up resilience before the new school year begins.

7 Teaching English Online by Cambridge Assessment English

Start: 30.07

Duration: 4 weeks

For whom: teachers who want to start teaching online

Online education is awesome, believe me – I was there both as a teacher and as a student. This course will help you start by introducing the context of English Language Teaching online. You will learn how to plan and deliver online language lessons and how to adapt your face-to-face teaching skills to an online environment. If you feel like working from home – that’s a perfect solution!

I hope you’ll find the courses useful – remember, no rest for the teachers!

Enjoy!

*Actually even the wicked may have some rest, so I’m taking a fortnight of a summer break. See you on the 17th of July when I’ll share some exciting adventures I’m going to take you during the magical Zlot Nauczycieli w Stryszawie and IATEFL Conference in Wrocław. Stay tuned!